List of Exercises, Standards and Outcomes for the Health, Safety, and Nutrition MyEducationLab Course

Transcription

1 Topic Exercise Learning Outcome Standards Basic Nutrition Brain Development and Nutrition Basic Nutrition Basic Nutrition Basic Nutrition Basic Nutrition Obesity in Children Using the Food Pyramid Folic Acid Collaborating with Families to Reduce Sugar and Processed Learning Outcome 1.1: Explain why the early years are important for children s lifelong nutritional status. Learning Outcome 1.2: Provide examples of nutritional issues and challenges faced by young children in today s society. Learning Outcome 1.3: Describe how early childhood programs can apply nutritional standards and guidelines. Learning Outcome 1.4: Explain how nutrients contribute to health and how to include them in healthful meals and snacks. Learning Outcome 1.5: Describe how teachers can collaborate with families to Standard 1a, 1b (a) Standard 1b (b) Standard 2c

2 Basic Nutrition Basic Nutrition Food Dispositions: Use MyPyramid to analyze children s diets IRIS Center Modules: Module 9: Collaborating with Families meet children s nutritional needs. Learning Outcome 1.3: Describe how early childhood programs can apply nutritional standards and guidelines. Learning Outcome 1.4: Explain how nutrients contribute to health and how to include them in healthful meals and snacks. Learning Outcome 1.5: Describe how teachers can collaborate with families to meet children s nutritional needs. Learning Outcome 1.5: Describe how teachers can collaborate with families to meet children s nutritional needs (d) Standard 2c , (b), (d) Standard 2c (d)

3 Feeding Children Feeding Children Feeding Children Feeding Children Breast Feeding Developmentally Appropriate Meal Times for Infants Early Childhood Mealtime Experiences Cultural knowledge Learning Outcome 2.1: Discuss the advantages of breast feeding and ways that teachers can support it in early childhood settings. Learning Outcome 2.2: Describe characteristics of developmentally appropriate, positive meal time experiences for infants. Learning Outcome 2.3: Describe characteristics of developmentally appropriate, positive meal time experiences for preschool and elementary children. Learning Outcome 2.4: Explain how culture influences children s food preferences and eating behaviors. Standard 2b (c) Standard 4c (b), (c) Standard 4c Standard 3.D (b), (c) Standard 1c, 2a

4 Feeding Children Menu Planning Menu Planning Dispositions: Analyze the developmental appropriateness of mealtime experiences Planning Culturally Relevant Menus that Meet Nutrition Guidelines Making Sense of Whole Grains Learning Outcome 2.2: Describe characteristics of developmentally appropriate, positive meal time experiences for infants. Learning Outcome 2.3: Describe characteristics of developmentally appropriate, positive meal time experiences for preschool and elementary children. Learning Outcome 3.1: Plan meals and snacks that meet national nutrition guidelines. Learning Outcome 3.2: Describe key considerations when developing culturally relevant menus. Learning Outcome 3.3: Provide examples of menu planning strategies to limit fat, introduce more fruits and Standard 3.B (a) Standard 4c Standard 5.B, 3.D (b), (c) Standard 5.B, 7.A (a), (b)

5 Menu Planning Menu Planning Menu Planning Food Safety Introducing Children to New Foods Accommodating Food Allergies Dispositions: Develop Children s Meals that Conform to National Guidelines Causes and Prevention of Food Borne Illness vegetables, and provide whole rather than processed foods. Learning Outcome 3.4: Describe strategies for introducing children to new foods. Learning Outcome 3.5: Discuss menu planning and making program accommodations to meet the needs of children with food allergies and other special dietary needs. Learning Outcome 3.2: Describe key considerations when developing culturally relevant menus. Learning Outcome 3.3: Provide examples of menu planning strategies to limit fat, introduce more fruits and vegetables, and provide whole rather than processed foods. Learning Outcome 4.1: Identify the causes of food borne illness. Learning Outcome 4.2: Describe strategies to keep (b) (c) (a) Standard 5.B, 7.A (a), (b)

6 Food Safety Food Safety Health Promotion/Policy Health Promotion/Policy Health Promotion/Policy Food Safety Standards Food Safety Activities for Children Meeting the Needs of Children from Low Income Households Developing Health Policies and Goals Teaching Children about Nutrition food safe during purchasing, storage, preparation, and meal service. Learning Outcome 4.3: Discuss food safety standards and their impact on food service in early childhood settings. Learning Outcome 4.4: Design developmentally appropriate activities to educate young children about food safety. Learning Outcome 5.1: Describe health disparities and discuss strategies that teachers and programs can use to meet these children s needs. Learning Outcome 5.2: Describe the need for health policies in early childhood programs and identify resources that inform the development of these policies. Learning Outcome 5.3: Provide examples of health concepts and activities that are (e), 10.D (e), 10.D Standard 2.K (c) Standard 1b Standard 5.A, 10.D Subpart B Standard 5c

7 Health Promotion/Policy Health Promotion/Policy Health Appraisal/Screening Promoting Physical Activity for Elementary School Children Dispositions: Develop Healthy Routines Newborn Screening appropriate for young children. Learning Outcome 5.3: Provide examples of health concepts and activities that are appropriate for young children. Learning Outcome 5.3: Provide examples of health concepts and activities that are appropriate for young children. Learning Outcome 6.1: Describe the relationship between health and learning. Standard 2.K (c) Standard 5c Standard 2.K (c) Standard 5c Standard 2.K (c) Standard 1b (b) Health Appraisal/Screening Learning Outcome 6.2: Discuss

8 Health Appraisal/Screening Health Appraisal/Screening Health Appraisal/Screening Health Appraisal/Screening Hearing and Vision Screening Purpose of Immunizations Comprehensive Health History Monitoring Children s Health Dispositions: Inform families about effects of health practices on children s development the types and benefits of health screenings for young children. Learning Outcome 6.3: Explain the purpose of immunizations for children and adults in early childhood settings. Learning Outcome 6.4: Describe the components of a comprehensive health history and why they are important. Learning Outcome 6.5: Explain the role of the teacher in monitoring children s health and tracking their health status. Learning Outcome 6.1: Describe the relationship between health and learning. Standard 3a, 3d Standard 4.B (b) Standard 5.A (a) Standard 5.A (a) Standard 5.A (d) Standard 1b

9 (b) Chronic Illness/Special Health Care Needs Raising a Child with Spina Bifida Learning Outcome 7.1: Provide examples of special health care needs and the impact on the child and family. Standard 5.A 1308 Chronic Illness/Special Health Care Needs Early Intervention Learning Outcome 7.2: Explain the benefits of inclusion. Standard 1b Standard 6.A Chronic Illness/Special Health Care Needs Inclusion in an Early Childhood Class Learning Outcome 7.3: Describe ways in which teachers can foster inclusive classrooms and insure that all children s needs are met. Standard 1c Standard 1.D, 2.A, 3.A (a) Chronic Illness/Special Health Care Needs Medication Administration Learning Outcome 7.5: Describe ways in which schools and early childhood programs can ensure the safe storage and administration of medication. Standard 5.A (c) Chronic Illness/Special Health Learning Outcome 7.3:

10 Care Needs Chronic Illness/Special Health Care Needs Infectious Diseases Infectious Diseases Infectious Diseases Dispositions: Develop Inclusive Classrooms IRIS Center Resources: Modules: Module 9: Collaborating with Families Sanitizing to Reduce Infectious Disease Recognizing Signs of Infectious Disease Preventing and Reducing Describe ways in which teachers can foster inclusive classrooms and insure that all children s needs are met. Learning Outcome 7.4: Explain ways teachers can partner with families to support children, including those children with special health care needs. Learning Outcome 8.1: Explain the causes of infectious diseases and the ways in which they are spread. Learning Outcome 8.3: Describe common signs and symptoms of illness in young children. Learning Outcome 8.4: Provide examples of classroom Standard 1c Standard 1.D, 2.A, 3.A (a) Standard 2b, 2c Standard 7.A, 7.B, 7.C (f), Standard 5.A, 5.C (e) Standard 5.A (b)

11 Infectious Diseases Infectious Diseases Emergencies and Injuries Emergencies and Injuries Infections Excluding Children from School Due to Illness Dispositions: Prevent the Spread of Infection Preventing Sudden Infant Death Syndrome (SIDS) Fire Safety practices that can prevent or reduce infectious diseases. Learning Outcome 8.5: Indicate when children should be excluded from school dues to illness. Learning Outcome 8.4: Provide examples of classroom practices that can prevent or reduce infectious diseases. Learning Outcome 9.1: Describe the most frequent causes of unintentional injury and death in young children and ways to reduce and prevent them. Learning Outcome 9.2: Describe the most frequent causes of Standard 1c Standard 5.A, 9.C (e) Standard 5.A (b) Standard 1c Standard 5.A, 9.C (e) Standard 6.A (d) Standard 6.A, 10.B

12 Emergencies and Injuries Emergencies and Injuries Mental Health Pedestrian Safety Dispositions: Response to Emergency Injuries and Illness Facilitating Peer Interactions unintentional injury and death in young children and ways to reduce and prevent them. Learning Outcome 9.3: Plan safety awareness activities for children. Learning Outcome 9.3: Plan safety awareness activities for children. Learning Outcome 9.2: Describe the most frequent causes of unintentional injury and death in young children and ways to reduce and prevent them. Learning Outcome 10.1: Describe how teachers can interact with children and develop environments that support children s mental health (d) Standard 5c Standard 2.K (d), (c) Standard 6.A, 10.B (d) Standard 1c Standard 1.B, 2.B, 3.B (c)

13 Mental Health Mental Health Mental Health Mental Health Supporting Children s Uniqueness Enhancing Children s Competence and Self esteem Stress in Childhood Dispositions: Create a Supportive Social Emotional Learning Environment Learning Outcome 10.2: Discuss ways that teachers can support each child s uniqueness including their interests, ability level, home language, culture, and family composition. Learning Outcome 10.3: Provide examples of experiences that support children s competence and self esteem. Learning Outcome 10.4: List signs and characteristics that indicate a need to refer a child to a mental health professional. Learning Outcome 10.1: Describe how teachers can interact with children and develop environments that support children s mental health. Standard 4c Standard 3.E (a) Standard 4c Standard (a) Standard 3c Standard 1c Standard 6.A

14 Mental Health Safe Environments Safe Environments Safe Environments Dispositions: Support Development of Children s Social Skill Meeting the Safety Needs of Children at Different Developmental Levels Critiquing Indoor Environments for Safety Creating Safe Outdoor Environments Learning Outcome 10.3: Provide examples of experiences that support children s competence and self esteem. Learning Outcome 11.1: Describe how safety needs change based on the developmental level of the child. Learning Outcome 11.2: Recognize indoor safety hazards and describe ways that early childhood programs create safe indoor environments for children. Learning Outcome 11.3: Recognize outdoor safety hazards and describe ways that (a) Standard 4c, 5c Standard (a) Standard 1a Standard 5.A (d) Standard 1c Standard 9.A, 9.C (d), (a) Standard 1c

15 Safe Environments Safe Environments Child Abuse and Neglect Developing Safety Policies and Procedures Dispositions: Identify and Eliminate Safety Hazards in Indoor Environments Child Abuse Risk Factors early childhood programs make outdoor environments safe for children. Learning Outcome 11.4: Explain how safety policies and procedures can reduce accidents and injuries. Learning Outcome 11.3: Recognize outdoor safety hazards and describe ways that early childhood programs make outdoor environments safe for children. Learning Outcome 11.5: Discuss the role of the teacher in protecting children s safety. Learning Outcome 12.1: Describe risk factors for child abuse and neglect. Standard 9.B (d), (a) Standard 6b Standard 10.D (a) Standard 1c, 6b Standard 5.A, 5.C, 9.A, 9.C (a), (d), (a) Standard 6b

16 Child Abuse and Neglect Child Abuse and Neglect Child Abuse and Neglect Recognizing the Signs of Child Abuse Reporting Child Abuse and Neglect Preventing Child Abuse and Neglect Learning Outcome 12.1: Describe risk factors for child abuse and neglect. Learning Outcome 12.1: Describe risk factors for child abuse and neglect. Learning Outcome 12.4: Explain ways that teachers can aid in the prevention of child abuse and neglect. Standard 6.A Standard 6b Standard 6.A, 10.D Standard 6b Standard 6.A, 10.D Standard 6b Standard 6.A

17 Child Abuse and Neglect Wellness Curriculum Wellness Curriculum Dispositions: Identify and Report Potential Abuse and Neglect Napping Routines Teaching Children Health Lessons Learning Outcome 12.2: Recognize the signs of child abuse and neglect. Learning Outcome 12.3: Describe early childhood professionals legal responsibilities and reporting procedures for suspected child abuse and neglect. Learning Outcome 12.4: Explain ways that teachers can aid in the prevention of child abuse and neglect. Learning Outcome 13.1: Design developmentally appropriate schedules and routines that encourage wellness. Learning Outcome 13.2: Design developmentally appropriate experiences and learning activities to support children s knowledge about wellness practices. Standard 6b Standard 6.A, 10.D Standard 4c Standard 3.D, 3.E (a) Standard 4c, 5c Standard 2.K

18 Wellness Curriculum Wellness Curriculum Wellness Curriculum Wellness Curriculum Partnering with Families to Teach Wellness Helping Children Resolve Conflict as a Way to Promote Safety and Well being Toilet Learning Dispositions: Analyze Lesson Plans Designed to Promote Learning Outcome 13.3: Plan ways to partner with families to teach wellness concepts. Learning Outcome 13.4: Describe classroom management practices that contribute to children s safety and well being. Learning Outcome 13.1: Design developmentally appropriate schedules and routines that encourage wellness. Learning Outcome 13.3: Plan ways to partner with families to teach wellness concepts. Learning Outcome 13.2: Design developmentally appropriate experiences and (c) Standard 2b, 2c Standard 7.B (f) Standard 4a Standard 1.B (a) Standard 2b, 2c Standard 3.D, 3.E, 7.B (f), (a) Standard 4b, 4c, 5c

19 Young Children s Health learning activities to support children s knowledge about wellness practices. Standard 2.K (c)